Artifacts Connected to MTTS and ISTE Standards

Professional

Development on

edmodo

Driscoll (1994) states that "providing complex learning environments that incorporate authentic activity" is essential in developing a meaningful learning experience for children of the “Nintendo generation.” By using Edmodo to develop academic skills or gain content knowledge, is an efficient way to tend to children of the 21st century. Prensky (2001) discussed that these digital natives’ brains are “programmed” differently than adults now (digital immigrants). These changes mean that teachers should be spending time developing ways to program students' minds in an interactive, parallel, simultaneous way. Children are raised on the computer and Nintendo generation, so they have developed hypertext minds. Instead of blaming students on their lack of attention, we should be considering their lack of interest (Prensky, 2001).

Therefore, this artifact was a Professional Development given for my school to present what Edmodo is and how it can help improve student achievement and 21st Century Skills. Part of this digital conversion into the 21st century is displaying and practicing cyber awareness for both colleagues and students. As a result, this artifact connects to both MTTS Standards III, VII, and ISTE-T Standard 4. The most beneficial aspect of implanting Edmodo into your classroom is the communication from home to school. Teachers and parents can both access and support student learning through this authentic learning platform. ISTE-T Standards 2 and 5 both promote professional growth in practicing effective uses of emerging digital tools to support learning for all.

° MTTS Standard: III, VII° ISTE-T Standard: 2, 4, 5

Web 2.0 Century

Skills and Tools

Whether it is a simply a voki, or a podcast to meet my auditory learners’ needs, these tools motivated students to want to learn, therefore they will be more successful. The more successful they are, the more success the teachers will feel. Growing up in an economy that has produced many technologically enhanced jobs, as teachers, we need to make sure students are being taught how to use technology properly and effectively. By implementing digital videos and podcasts, students will be more enthusiastic about poetry and other content areas. Especially students who have difficulty reading determining the mood or tone of a poem; such as in these artifacts. However, if students are hearing themselves read a poem, and can continue practicing through audacity, students can have more success in identifying the mood and tone on their own. The more opportunities teachers can use technology, the fewer struggles they will have to maintain student focus and control disruptive behavior.Based on the standards of the ISTE-T standard 3 and 4, I addressed the diverse needs of all my students by applying learner-centered strategies and resources to provide a level playing-field for all students to be successful, using learner-centered strategies, and providing equitable access to

appropriate digital tools and resources. I also provide engagement for not only my students, but awareness to my colleagues about digital-age communication and tools. This artifact also connects to MTTS Standard II. In order for each and every child to be successful, they must be able to access the content that has been taught. No two children learn in the same way, as vast differences exist among their learning styles. MTTS Standard V promotes assessing students’ learning and instructional needs to identify technologies that best fit their needs. Facilitating a professional development on these technologies to support student learning meets MTTS Standard VII.

° MTTS Standards: I, II ,  III, V, VI° ISTE-T Standards: 1, 2 , 3

References

Baltimore County Public Schools. (2008). Blueprint for progress: Realizing the vision. Retrieved July 13, 2009, from http://www.bcps.org/offices/super/pdf/Blueprint-for-Progress.pdf

Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.

Prensky, M. (2001a, September/October). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

Prensky, M. (2001b, November/December). Digital natives, digital immigrants, part 2: Do they really think differently? On the Horizon, 9(6), 1-6.